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- Creators: Barrett, The Honors College
- Creators: Gonzalez, Gabriela A.
Description
The nonprofit organization, I Am Zambia, works to give supplemental education to young women in Lusaka. I Am Zambia is creating sustainable change by educating these females, who can then lift their families and communities out of poverty. The ultimate goal of this thesis was to explore and implement high level systematic problem solving through basic and specialized computational thinking curriculum at I Am Zambia in order to give these women an even larger stepping stool into a successful future.
To do this, a 4-week long pilot curriculum was created, implemented, and tested through an optional class at I Am Zambia, available to women who had already graduated from the year-long I Am Zambia Academy program. A total of 18 women ages 18-24 chose to enroll in the course. There were a total of 10 lessons, taught over 20 class period. These lessons covered four main computational thinking frameworks: introduction to computational thinking, algorithmic thinking, pseudocode, and debugging. Knowledge retention was tested through the use of a CS educational tool, QuizIt, created by the CSI Lab of School of Computing, Informatics and Decision Systems Engineering at Arizona State University. Furthermore, pre and post tests were given to assess the successfulness of the curriculum in teaching students the aforementioned concepts. 14 of the 18 students successfully completed the pre and post test.
Limitations of this study and suggestions for how to improve this curriculum in order to extend it into a year long course are also presented at the conclusion of this paper.
To do this, a 4-week long pilot curriculum was created, implemented, and tested through an optional class at I Am Zambia, available to women who had already graduated from the year-long I Am Zambia Academy program. A total of 18 women ages 18-24 chose to enroll in the course. There were a total of 10 lessons, taught over 20 class period. These lessons covered four main computational thinking frameworks: introduction to computational thinking, algorithmic thinking, pseudocode, and debugging. Knowledge retention was tested through the use of a CS educational tool, QuizIt, created by the CSI Lab of School of Computing, Informatics and Decision Systems Engineering at Arizona State University. Furthermore, pre and post tests were given to assess the successfulness of the curriculum in teaching students the aforementioned concepts. 14 of the 18 students successfully completed the pre and post test.
Limitations of this study and suggestions for how to improve this curriculum in order to extend it into a year long course are also presented at the conclusion of this paper.
ContributorsGriffin, Hadley Meryl (Author) / Hsiao, Sharon (Thesis director) / Mutsumi, Nakamura (Committee member) / Arts, Media and Engineering Sch T (Contributor) / Computer Science and Engineering Program (Contributor) / Dean, W.P. Carey School of Business (Contributor) / Barrett, The Honors College (Contributor)
Created2019-05
Description
Marketers today have found a way to expose sexualized content to young girls. Intentional or not, girls are taking notice of it and it shows in the increasing numbers of mental and physical disorders. This thesis attempts to synthesis previous research studies and current examples of sexual objectification of women in the hopes to create more awareness on the sexualization of girls. Several aspect play a significant role in shaping young girls including how females are portrayed in the media, how the beauty standards continue to change with the current trends, and how parents are playing an influential role in their children's lives. I will propose some recommendations about what we, as a society, can do to help parents and children grow up in this hyper sexualized world.
ContributorsFoster, Nicole Michelle (Author) / Montoya, Detra (Thesis director) / Ketcham, Jonathan (Committee member) / Department of Marketing (Contributor) / W. P. Carey School of Business (Contributor) / Department of Finance (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
Description
U.S. non-profit organizations (NPOs) offering Science, Technology, Engineering, and Mathematics (STEM) programming, particularly those serving minorities and women, are becoming guideposts that assist academic, government and corporate institutions alike to steer their efforts and investments towards achieving their diversity and inclusion goals. Despite multi-year, multi-billion, and multi-resource investments in broadening STEM access and inclusion, the inequitable representation of young women and girls of color actively participating in school and out-of-school STEM programs continues to persist. The primary aim of this study was to validate a feminist theoretical framework grounded on the constructs of intersectionality, collective impact, and accountability systems, to help inform and disrupt persistent trends for women graduating in engineering and computer science through the third sector’s facilitation of STEM programming. A secondary objective was to understand the history and trajectory of the change and emergence of non-profit STEM Girl-Centered Organizations (SGCOs) and their profiles as a comparative measure of their relative status within the third sector ecosystem, how they serve, and who they serve. By leveraging over twenty-five years of practical experience and applying a mixed-methods research methodology, the research findings pointed to 1) an early adoption of intersectionality concepts into program outreach efforts by integrating cross-elements of race/ethnicity, geographies, and socioeconomic markers of identity; 2) emerging interest in, and incorporation of, culturally responsive programming that is better matched to the needs of diverse program beneficiaries; 3) an increase in equitable program access for participants residing in under-resourced communities; 4) a growing appreciation for the value of partnerships as a precursor to more authentic collective impact collaborations; and 5) priority shifts in systems of accountability from funders to primary programs’ beneficiaries.
ContributorsGonzalez, Gabriela A. (Author) / Fonow, Mary Margaret (Thesis advisor) / Switzer, Heather (Committee member) / Vega, Sujey (Committee member) / Arizona State University (Publisher)
Created2021